Comparing instructor‐led, video‐model, and no‐instruction control tutorials for creating single‐subject graphs in Microsoft Excel: A systematic replication and extension

Visual inspection of single‐subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single‐subject designs. We systematically re...

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Vydáno v:	Journal of applied behavior analysis Ročník 57; číslo 2; s. 502 - 514
Hlavní autoři:	Zonneveld, Kimberley L. M., Cox, Alison D., Asaro, Madeline M., Hranchuk, Kieva S., Alami, Arezu, Kelly, Laura D., Frijters, Jan C.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Hoboken, USA Wiley Subscription Services, Inc 01.03.2024 Blackwell Publishing Ltd
Témata:	Academic achievement College students Conventions Educational Personnel Graduate students graphing Graphs Groups Humans instructor led Microsoft Excel Predictor Variables single‐subject design graphs Students Teachers Teaching Teaching methods Tutorials video model Video Technology single‐subject design graphs video model graphing instructor led Microsoft Excel
ISSN:	0021-8855, 1938-3703, 1938-3703
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Abstract	Visual inspection of single‐subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single‐subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated‐measures between‐subjects design to compare the effects of instructor‐led, video‐model, and no‐instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed‐design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor‐led and video‐model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.
AbstractList	Visual inspection of single‐subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single‐subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated‐measures between‐subjects design to compare the effects of instructor‐led, video‐model, and no‐instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed‐design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor‐led and video‐model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups. Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.
Author	Frijters, Jan C. Cox, Alison D. Alami, Arezu Hranchuk, Kieva S. Kelly, Laura D. Zonneveld, Kimberley L. M. Asaro, Madeline M.
Author_xml	– sequence: 1 givenname: Kimberley L. M. surname: Zonneveld fullname: Zonneveld, Kimberley L. M. email: kzonneveld@brocku.ca organization: Brock University – sequence: 2 givenname: Alison D. surname: Cox fullname: Cox, Alison D. organization: Brock University – sequence: 3 givenname: Madeline M. surname: Asaro fullname: Asaro, Madeline M. organization: Brock University – sequence: 4 givenname: Kieva S. surname: Hranchuk fullname: Hranchuk, Kieva S. organization: Brock University – sequence: 5 givenname: Arezu surname: Alami fullname: Alami, Arezu organization: Brock University – sequence: 6 givenname: Laura D. surname: Kelly fullname: Kelly, Laura D. organization: Brock University – sequence: 7 givenname: Jan C. surname: Frijters fullname: Frijters, Jan C. organization: Brock University
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SubjectTerms	Academic achievement College students Conventions Educational Personnel Graduate students graphing Graphs Groups Humans instructor led Microsoft Excel Predictor Variables single‐subject design graphs Students Teachers Teaching Teaching methods Tutorials video model Video Technology
Title	Comparing instructor‐led, video‐model, and no‐instruction control tutorials for creating single‐subject graphs in Microsoft Excel: A systematic replication and extension
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